This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Each country partner
must complete the following sections based on guidance within your own
country. Please include any visual/diagrammatic explanations, web addresses
and references. Please answer the following questions according to your
national situation in guidance!
National Report on Guidance in
Group Settings NAVIGUIDE LLP-LDV-TOI-11-AT-0010
Project manager: Marta Kędzia
Authors: Jarosław Puta
Project: NAVIGUIDE
www.naviguide.net
Due on: November 20, 2011
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1. Guidance in General
Please explain how guidance takes place in your country.
Who provides the guidance services?
Who do they target?
Are there specialised services?
Are there National policy objectives?
What is positive/negative about Guidance in your country?
Every individual has the right to be assisted by various institutions providing
services of professional development. These institutions are both public
institutions located in the department of education and work and private
institutions operating in the open market, providing services in the field of
vocational guidance for different customer groups.
Law of 20 April 2004 on the promotion of employment and labour market
institutions (Ustawa z dnia 20 kwietnia 2004 r. o promocji zatrudnienia i
instytucjach rynku pracy) empowers the following institutions to offer guidance
services and apply guidance tools:
“Art. 6. 1. Labour market institutions that realize the tasks enumerated in
the Law are:
- public employment services;
- Voluntary Labour Brigades (Ochotnicze Hufce Pracy);
- employment agencies;
- training institutions;
- institutions of social dialogue;
- institutions of local partnership.” 1
Public employment services are: county and regional employment offices,
Minister of Labour and his office as well as voivodship offices.
1 Ustawa z dnia 20 kwietnia 2004 o promocji zatrudnienia i instytucjach rynku pracy (Dz. U. z dnia 1 maja 2004 r.), rozdz. 3, art. 6
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Employment agencies are mainly all job agencies, HR agencies, vocational
guidance agencies and temporary work agencies.
Training institutions include: state schools, non-state schools, universities and
non-school education facilities.
Institutions of social dialogue are employers’ associations, associations of the
unemployed and nongovernmental organisations.
Law of 17 November 2010 on the rules of providing and organising
psychological and pedagogical aid in public kindergartens, schools and
institutions (Rozporządzenie Ministra Edukacji w sprawie zasad udzielania i
organizacji pomocy psychologiczno-pedagogicznej w publicznych przedszkolach,
szkołach i placówkach, Dz. U. 2010 nr 228 poz. 1487) states as follows:
Ҥ 4.2. Psychological and pedagogical aid in kindergartens, schools and
institutions is being provided by teachers, tutors and specialists realising the
tasks of psychological and pedagogical aid, especially psychologists,
pedagogues, speech therapists and vocational counsellors (…)”
Ҥ 31.1. The tasks of vocational counsellor consist of:
1) systematic diagnosis of the students need for educational and vocational
information and providing aid in education and career planning;
2) gathering, updating and providing educational and vocational information
adequate for the particular schooling level;
3) conducting classes preparing the students for aware career planning and
choosing a professional role;
4) coordinating the informative and consultative activity performed by the
school and the institution;
5) cooperating with teachers in creating and providing the continuity of
activity in the area of vocational and educational counselling.”
In the department of national education the tasks of vocational guidance are
also being realised by psychological counselling offices. At the moment there
are 598 offices functioning and 26 of them are specialist offices aiming at
providing career guidance to youth. They use various diagnostic methods for
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identifying psychophysical predispositions of the pupils. The other psychological
offices provide vocational counselling services for children and youths and
support parents and teachers in the process of raising and educating children
and youths. Many educational institutions, such as the Lifelong Learning
Centres (Centra Edukacji Ustawicznej) and Vocational Education Centres
(Centra Edukacji Zawodowej) employ vocational counsellors who help students
to select the appropriate training course.
In the non-public sector there are vocational guidance agencies and non-
governmental organisations and associations which include vocational guidance
in their action programmes.
In Poland there are no private companies that specialize in providing paid
services in the field of vocational guidance. However, there are commercial
firms offering personnel consulting services associated with the selection of
qualified workers for employers.
Vocational guidance in Poland is carried out within institutions of three
ministries as well as in the non-public sector.
The following ministries are responsible for vocational guidance:
domain of education – Ministry of National Education (Ministerstwo
Edukacji Narodowej) – vocational guidance for children and studying
youth.
domain of labour – Ministry of Labour and Social Policy (Ministerstwo
Pracy i Polityki Społecznej) – vocational guidance for adults and for
youth, in particular for youth at risk of social exclusion. Department of
Labour Market (Departament Rynku Pracy) is responsible for all matters
related to vocational guidance and information.
domain of national defence – Ministry of National Defence (Ministerstwo
Obrony Narodowej) – vocational guidance for professional soldiers and
former professional soldiers. The Social Affairs Department
(Departament Stosunków Społecznych) is responsible for matters
relating to supervision and organisation of personnel reconversion in the
Ministry of National Defence.
Vocational counselling target groups can be distinguished as follows:
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students making a choice of their future educational path,
graduates of schools on different levels of education,
the unemployed and persons seeking work,
working persons endangered by the loss of employment.
Clients benefiting from vocational guidance are people experiencing a
number of problems related to vocational decisions in such situation as when
they:
have limited work experience or do not possess it at all and want to
make a career choice for the first time,
made a choice of profession which they perceive to be wrong and want
to make a career choice once more,
possess professional experience but want or need to change profession
(consider such possibility due to external circumstances),
intend to develop their knowledge and professional skills,
Intend to start a business activity and expect an evaluation of the
project’s chance for success,
have vocational adjustment problems,
have deficits in job search skills.
The national policy objectives are as follows:
To make professional counselling services available at every stage of
human life
To equip pupils in rational career choice skills
To introduce during education the problems of economy and entering
into the labour market
To introduce vocational counselling into schools and institutions
To create a system of widely available vocational information and to
develop the quality and availability of counselling services
To ensure availability of reliable information and guidance regarding the
possibilities of education in the whole Europe and at every life stage
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When it comes to strong and weaker sides of guidance in Poland, Górczyński
(2010) mentions in his report the lack of co-operation between institutions
under the Ministry of National Education (Ministerstwo Edukacji Narodowej) and
the Ministry of Labour and Social Policy (Ministerstwo Pracy i Polityki
Społecznej). Mutual cooperation of these two ministries is declarative in nature
and often does not translate into practice. This makes it difficult to work
especially for those involved in activities in the field of education and career
counselling in schools (e.g. in getting the information, tools, publications,
exchange of professional experience necessary for work of counsellors). He also
states that the Polish system of vocational guidance lacks the strong connection
with employers.
Moreover, vocational training provided by schools is often detached from the
labour market – this results with a growing group of unemployed graduates.
Bielecki (2010) claims in his report the number of vocational counsellors in
schools and psychological offices is still inadequately small. Moreover, the
author states that the schools’ level of awareness of the need of employing
vocational counsellors is insufficient. Also, the work of vocational counsellors
needs to be standardised (in order to maintain the quality of services).
2. Guidance Settings: Individualised and Group
How is guidance provided in your country?
What is the prevalence of group and individualised guidance?
What methods/techniques/tools are used for guidance in group settings?
Are these methods/techniques/tools also used in individualised settings?
If not, what makes them so effective in a group setting?
The main task of the education system with regard to vocational guidance is
to provide students with professional assistance which enables them to choose
further course of education and/or vocation in a well-considered manner, and
thus increases accuracy of educational and vocational decisions, as well as to
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provide students with access to information about educational trends and
opportunities and about the labour market.
Three acts regulate the process of providing guidance at schools and
educational institutions:
Act on the Education System (Ustawa o systemie oświaty) – obligates
the education system to provide a preparation of the pupils for the
choice of career and educational path;
Teacher’s Charter (Karta Nauczyciela) – regulates the rules of
determining the number of work hours of the job counsellor in schools
and institutions;
Regulation on the detailed rules of functioning of the public
psychological-pedagogical counselling offices, including the public
specialist counselling offices (Rozporządzenie w sprawie szczegółowych
zasad działania publicznych poradni psychologiczno-pedagogicznych, w
tym publicznych poradni specjalistycznych);
Regulation on the rules of providing and organising psychological aid in
public kindergartens, schools and institutions (Rozporządzenie w sprawie
zasad udzielania i organizacji pomocy psychologiczno-pedagogicznej w
publicznych przedszkolach, szkołach i placówkach);
Regulation on types, organisation and activity of the public institutions
for lifelong learning and the public institutions for practical training,
including the public institutions for vocational training (Rozporządzenie w
sprawie rodzajów, organizacji oraz sposobu działania publicznych
placówek kształcenia ustawicznego i publicznych placówek kształcenia
praktycznego, w tym publicznych ośrodków dokształcania i doskonalenia
zawodowego).
The governing body of a school or an institution defines a number of
teaching hours for vocational counsellors conducting activities related to
selection of course of education and career in order to support students in
making education- and profession-related decisions. Schools are obliged to
create intraschool vocational guidance systems at lower secondary schools,
general secondary schools, technical secondary schools and basic vocational
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schools. The tasks pertaining to vocational guidance and information are
implemented with the use of active work methods.
Career guidance for young people is also carried out free of charge by public
psychological and pedagogical counselling centres, Lifelong Learning Centres
(Centra Edukacji Ustawicznej) and Practical Training Centres (Centra Edukacji
Praktycznej).
In psychological counselling offices, the tasks of a job counsellor are as
follows:
performs diagnostic research (individual and group) allowing
identification of the students’ vocational predispositions and preferences,
and realises postdiagnostic tasks (counselling, pronouncing opinion,
stating);
leads group activities in the counselling office or in the educational
institutions;
disseminates the knowledge from the field of educational and vocational
information and orientation among pupils, parents and teachers;
supports the educational skills of the teachers and the parents by
organising workshops, support groups and other educational activities;
cooperates closely with teachers from the assigned schools and
institutions in the field of deepening the diagnosis of needs and
methodological counselling;
designs and disseminates methodological materials for the use of pupils,
parents, teachers and counselling-related professionals.
In the years 2002-2004, as a part of the government's Graduates Vocational
Activation Program ‘First Job’ (Program aktywizacji zawodowej absolwentów
“Pierwsza Praca”), were taken the following initiatives:
creating Communal Information Centres (Gminne Centra Informacji)
aimed at activating young people and local communities and revitalising
local labour market by providing easy access to modern communication
technology,
creation and development of the Academic Career Offices (Akademickie
Biura Karier) providing assistance to students and alumni in career
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planning by facilitating the recognition of vocational predispositions,
gathering information on companies and employment opportunities,
obtaining job offers, gathering information on vocational and language
courses, scholarships and abroad studies,
creation of School Career Centres (Szkolne Ośrodki Kariery) in the lower
and upper secondary schools. The tasks of the centres are to collect and
share educational and vocational information, to counsel students and
parents, and to conduct activating group classes,
establishing a network of Mobile Centres of Vocational Information
(Mobilne Centra Informacji Zawodowej). The aim is enabling young
people to acquire the skills of active planning of professional
development and acquiring the knowledge necessary to enter the labour
market. The primary target group is young people living in remote rural
areas at risk of marginalization and social exclusion.
Supporting social and professional advancement is implemented by district
labour offices, in cooperation with the Centres of Information and Career
Planning (Centra Informacji i Planowania Kariery Zawodowej), through services
aimed at creating individual activity plans covering the objectives and
subsequent stages of careers, taking into account the labour market services
and instruments of the labour market supporting employment.
Vocational guidance and vocational information, in accordance with the Act
of 20 April 2004 (article 38) on employment promotion and labour market
institutions in the public employment service (Ustawa o promocji zatrudnienia i
instytucjach rynku pracy), aim to:
help the unemployed and job seekers in choosing the right profession
and place of employment, in particular by:
- providing information on occupations, job market, training and
education opportunities,
- giving advice through the use of methods facilitating the choice of
profession, changing qualifications, taking or changing job, including
identification of vocational interests and abilities,
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- directing to specialist psychological and medical examinations which
enable giving an opinion about the vocational usefulness for a job, a
profession or a training course,
- initiating, organising and conducting vocational group counselling,
help the employers in selecting candidates for hiring, in particular by
providing information and consulting.
Vocational guidance in the labour offices is performed in accordance with
these rules:
availability of counselling services for the unemployed, job seekers and
employers;
voluntariness of use of vocational guidance services;
equality in the use of vocational guidance services, regardless of gender,
age, disability, race, ethnicity, nationality, sexual orientation, political
beliefs, faith and union membership;
freedom of choice of occupation and place of employment;
providing guidance services free of charge;
confidentiality and data protection of the unemployed and job seekers
using the services of vocational guidance.
Configuration of guidance tools applied with regards to people in need of
the support from a vocational counsellor is established during the meeting with
the client on the basis of the analysis of his/her individual needs. Formal
aspects of counsellor’s activities, depending on the needs of the person
applying to the counsellor, are defined by the state regulations, especially
chapter 4, § 23 of the Regulation of 2 March 2007 (Rozporządzenie Ministra
Pracy i Polityki Społecznej w sprawie szczegółowych warunków prowadzenia
przez publiczne służby zatrudnienia usług rynku pracy)
Ҥ 23 1. Vocational counsellor, offering vocational information and guidance,
uses in particular the following:
1) vocational guidance methods and tools;
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2) self-developed programmes on vocational information and guidance;
3) standardised diagnostic tools for examining vocational interests,
predispositions and aptitudes;
4) databases of the unemployed or job searchers and of employers;
5) local, regional, national and international resources of professional
information, including data on professions, educational opportunities and
labour market;
6) address information of institutions specialising in solving the vocational
problems of the unemployed or people searching for a job;
7) information materials containing employment office’s resources.
2. Vocational counsellor applies only these methods and tools that he has been
trained to use and which he is authorised to use.
3. Selection of psychological tests is subject to individual assessment of the
vocational counsellor with psychological education, who, while applying these
tests, should respect tests’ copyrights and procedures of testing and result
interpretation appropriate to a specific test.“2
Resources and tools used in vocational guidance are:
standardised working methods, including among others: counselling
interview, Educational Method, Course of Inspiration, Spanish Method;
information about professions in traditional and multimedia forms such
as: Guide to occupations, Guide to professions evaluation from the
viewpoint of different kinds of disabilities, movies about occupations;
2 Rozporządzeniu Ministra Pracy i Polityki Społecznej z dnia 2 marca 2007 w sprawie szczegółowych
warunków prowadzenia przez publiczne służby zatrudnienia usług rynku prac (Dz. U. z dnia 16 marca 2007 r.), rozdz. 4
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psychological tests measuring occupational preferences and aptitudes,
such as tests of interests, talents, personality traits;
information on the labour market, including, among others information
about surplus and deficit occupations, current requirements of
employers, self-employment opportunities, etc.
guides for training and educational institutions.
Individual counselling plays a fundamental role in the multifunction
dimension of career guidance and involves:
help in deciding on the choice of profession, job, type of training;
providing information on occupations, occupational needs of the
environment and training opportunities;
identifying vocational predispositions to ensure the right choice of a
profession or the direction of training;
referring to specialist psychological and medical tests;
focusing on career guidance services aiming to equip the client in active
job search skills, conscious defining of themselves and their own
potential, and constructing of individual activity plans,
As a part of group guidance counsellors conduct workshops that prepare the
unemployed for a successful entry into the labour market. The workshops are
modular which means they form a cycle consisting of thematic parts developed
basing on the recommended methodology and taking into account the specific
needs of target groups. Trainings have an educational dimension and aim at:
development of awareness of opportunities and possibilities to cope with
the situation of job loss;
acquisition of skills of preparing application documents;
diagnosis and assessment of one’s abilities, personality traits, interests
and occupational preferences;
preparing for interviews and self-presentation;
increasing readiness to change;
increasing motivation for activity.
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An important element improving the efficiency of the training is maintaining
the similarity of problems experienced within the group and thus creating a
high level of cohesion.
3. National Stakeholders
Who are the key stakeholders in guidance in your country?
What do they invest (time, money, commitment energy etc., and what
outcome/ impact do they expect?
The key stakeholders interested in national guidance area are: Ministry of
National Education (Ministerstwo Edukacji Narodowej), Ministry of Science and
Higher Education (Ministerstwa Nauki i Szkolnictwa Wyższego), Ministry of
Labour and Social Policy and Department of Labour Market (Ministerstwo Pracy i
Polityki Społecznej, Departament Rynku Pracy), National Centre For Supporting
Vocational and Continuing Education (Krajowy Ośrodek Wspierania Edukacji
Zawodowej i Ustawicznej), Voluntary Labour Brigades (Ochotniczy Hufiec
Pracy), Main Methodical Centre for Vocational Information (Centralny Ośrodek
Metodyczny Informacji Zawodowej), School Career Centers (Szkolny Ośrodek
Kariery), Centres for Information and Career Planning (Centrum Informacji i
Planowania Kariery Zawodowej), Voivodeship and Poviat Labour Offices
(Wojewódzki Urząd Pracy, Powiatowy Urząd Pracy), Municipal Information
Centres (Gminne Centrum Informacji), Academic Career Offices (Akademickie
Biuro Karier), Military Centre of Vocational Activation (Wojskowe Centrum
Aktywizacji Zawodowej), Universities, secondary schools, psychological and
pedagogical counselling offices, training institutions, employers.
The mentioned institutions and organisations invest a range of resources –
time, money, commitment, energy, etc., and expect a higher level of self-
awareness and career planning competences on both individual and national
level.
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4. Qualification and further training of guidance staff
In general what types of qualifications do guidance practitioners have?
Is there a minimum qualification required?
Is there specific training provided for career counsellors?
Are there further education/training courses provided for guidance
practitioners?
Is there a continuous Professional Development (CPD) process in place?
If so how does this work.)
To ensure high quality of vocational counsellors’ services, the necessary
qualifications of a teacher-vocational counsellor have been specified in the
Ordinance of the Minister of National Education of 12 March 2009 on the
detailed requirements concerning teacher qualifications and on the definition of
schools and cases when teacher with no higher education degrees or teaching
qualifications can be employed. Depending on the school or institution type,
first (B.A.) or second (M.A.) degree studies in vocational counselling or first
(B.A.) or second (M.A.) degree studies of any kind and postgraduate studies in
vocational counselling, and having pedagogic preparation are required.
Generally there are 5 systems of teaching counsellors:
- Full time studies.
- Continuing studies (while working).
- Extramural studies.
- Short courses, lasting a few days, raising qualifications.
- Supervision and support of more experienced counsellors.” 3
To be a vocational counsellor in the labour offices, a person is required to
have higher education. The preferred study areas are: psychology, pedagogy or
sociology. Over 50% of counsellors possesses psychological education, and the
3 http://www.sdsiz.pl/index.php/publikacje/161-doradztwo-zawodowe-w-krajach-unii-europejskiej
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rest (over 40%) – pedagogical or sociological (data for 2007, Doradztwo i
poradnictwo zawodowe w Polsce).
The character of a vocational counsellor’s work, engaged in employment
services, requires interdisciplinary knowledge and skills. Since 1997, there is a
possibility of gaining education in the field of vocational guidance at the
university level. Modular university training programs for counsellors are based
on four levels:
3-year bachelor's degree in vocational counselling – after completing the
graduate is a licensed vocational counsellor and may start master's
degree studies with a specialisation in pedagogy of vocational
counselling;
5-year master's degree in psychology, specialisation in psychology of
vocational counselling;
2 or 3 semester post-graduate studies in the field of vocational guidance
for persons with higher education
5. Existing Networks for Career Counsellors and Trainers
Are there any fora/way for guidance practitioners to exchange
information or to share good practice e.g. regular peer meetings,
conferences, seminars, workshops etc.?
If yes, is this a formal or informal process?
The Association of School and Vocational Counsellors of the Republic of
Poland (Stowarzyszenie Doradców Szkolnych i Zawodowych
Rzeczypospolitej Polskiej)
http://sdsiz.pl/
The Association of School and Vocational Counsellors of the Republic of
Poland is a non-governmental social organisation. It started its substantive
activity in 1991, and its founders were psychologists and teachers employed in
psychological and pedagogical counselling centres and in employment offices.
The Association, as a non-profit organisation professionally dealing with the
issues of career orientation and counselling, wishes to actively and
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pragmatically contribute to the trend of changes that affects our country,
shaping and influencing our most precious asset – human resources.
Currently, members of the Association are experts dealing with career
guidance in various institutions and sectors (e.g. career advisors, school
advisors, job advisors, psychologists, teachers, sociologists and academic
teachers) who have considerable achievements and numerous works to their
credit.
The Association is organising annual conferences on vocational counselling.
This year, the 21st edition took place.
The Association of Career and Personal Counsellors (Stowarzyszenie
Doradców Zawodowych i Personalnych)
http://www.cpip.pk.edu.pl/cpip_new/cpip_view.php?plk=sdzip.html
The aim of the Association is to support the development of career and
personal counselling (entry compliant with the application for the entity
registration in the National Court Register):
1. Supporting career and personal counselling;
2. Preventing unemployment;
3. Helping people looking for job and at risk of unemployment;
4. Helping the unemployed in professional activation;
5. Protecting the rights, dignity and interests of the members of the
Association;
6. Multilateral promotion of business activity in terms of the widely-
understood career and personal counselling;
7. Concern for a impeccable level of ethics and professionalism if the
members and creating appropriate conditions for raising this level;
8. Creating Career Resource Centres;
9. Lobbing for the professional group of career and personal advisors.
National Forum for Lifelong Guidance Policy (Narodowe Forum
Doradztwa Kariery)
www.doradztwokariery.pl
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National Forum for Lifelong Guidance Policy is an association which
comprises guidance counsellors, and persons connected with the guidance in
Poland.
The main objectives pursued by the Forum are:
1. Creating a platform of contact, integration and exchange of experiences
between professional advisors and all persons associated with
consulting services in Poland;
2. Supporting the development of vocational guidance by providing
modern methods, tools and publications for the counsellors, trainings,
workshops and conferences for guidance counsellors;
3. Popularization of the idea of career counselling and awareness of its
importance in building a modern labour market, and to combat
unemployment;
4. Cooperation with local government and government institutions, in the
development of vocational guidance in Poland, and to combat
unemployment - cooperation, among others, with the Offices of the
Marshals of Regional Voivodeships (Urząd Marszałkowski), the
Commission of Education, Science and Sport of the Senate of the
Republic of Poland (Komisja Nauki, Edukacji i Sportu Senatu RP), the
Ministry of Science and Higher Education (Ministerstwo Nauki i
Szkolnictwa Wyższego);
5. Cooperation and exchange of experiences with other EU countries in the
European Lifelong Guidance Policy Network as well as participation in
an international projects such as the "School and World of Work".
Moreover, the Student Learned Society of Personnel and Vocational
Counselling (Studenckie Koło Naukowe Doradztwa Zawodowego i Personalnego)
is organising annually a nationwide Student Scientific Conference. In 2011, the
society organised the conference for the 5th time.
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6. Existing Methods e.g. handbooks, databases, resources etc.
How do guidance practitioners access information on new methods and
resources in guidance?
Are there online platforms that assist practitioners in gaining new
information and sharing good practice?
How effective are they?
Do you have any idea of their usage? What is good about them / what is
not so good about them?
In order to improve the functioning of vocational guidance services,
informative and methodological materials for vocational counsellors are
published, seminars and training on issues identified by counsellors are
organized, and international cooperation is undertaken within the
implementation of EU projects and programs.
Institutions of public employment services providing guidance are equipped
in a unified information resource. These resources include: the classification of
professions and specialties, folders of information on occupations, flyers for
events, movies about professions, guides on
occupations (546 occupations characteristics) and catalogues, brochures,
guidebooks.
Counsellors have also access to computer programs, also available in the
Internet, which are databases of vocational characteristics, information on
educational and training institutions and local occupational information that are
being input by the counsellors form the whole country.
Ministry of Labour and Social Policy is publishing informative-methodological
handbooks for vocational counsellors (Zeszyty informacyjno-metodyczne
doradcy zawodowego). So far, 48 issues have been published.
National Centre For Supporting Vocational And Continuing Education
(Krajowy Ośrodek Wspierania Edukacji Zawodowej i Ustawicznej) is publishing
handbooks directed at vocational counselors and makes them accessible on its
website (www.koweziu.edu.pl).
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Within the project Euroguidance books, articles and a bulletin concerning the
topic of vocational guidance are being published
(www.euroguidance.pl/index.php?id=5).
Besides the websites of the three key institutions mentioned in the former
chapter, there are some other on-line websites dedicated to exchanging
experience between counsellors like for example:
- http://www.koweziu.edu.pl/edukator/index.php?option=com_content&view=article&id=478&Itemid=1
National Centre For Supporting Vocational And Continuing Education
/NCFSVCE/;
- http://www.cm.ecorys.pl/index.php?option=com_content&task=view&id=154&Itemid=103
Methodical Center for Vocational Counsellors (Centrum Metodyczne Ecorys
Polska) – a branch of the company Ecorys working commercially;
- www.euroguidance.pl
Euroguidance – a multinational European network associating 51 centers and
135 people from 32 countries.
There are also international projects for vocational advisors that Polish
organisations have participated in, for example:
- Leonardo da Vinci LLP - "GuideMe! Quality Measures for Guidance of Job-
Seekers in Group Settings"; www.guideme.at
- Leonardo da Vinci LLP - “Join In a Job! – New paths of qualification and
training for juvenile migrants by the means of cross cultural clearing and
counselling instruments”; http://join-in-a-job.eu/lang/1/
- Grundtvig LLP – “Parents as family vocational advisors for children” -
http://www.parents-project.eu/
- Leonardo da Vinci LLP – “Parents as facilitator in choosing vocational
education for their children Training for school career counsellors
focused on co-operation with parents”;
http://www.parentsvoctrainers.eu/
- a transfer of CPT (Career Path Test) a former project "Developing an
effective tool for career path of secondary schools’ students to prevent
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19
unemployment and misemployment”
http://www.cpteu.com/about_project.php. A useful vocational diagnostic
tool for better matching students' predispositions and skills with the jobs
will be elaborated within that project.
7. Further comments
Have you any other comments that would be interesting to capture
regarding Guidance in your own country? Particularly in relation to group
guidance?
According to a report made in 2008 by Regional Labour Office in Cracow
(Grodzki Urząd Pracy w Krakowie), these are the main expectations of the
guidance services beneficiaries:
getting a job;
receiving a ready “recipe”;
information about the local labour market;
preparing for effective activity in the labour market (editing application
documents, preparation for interviews, job search methods, starting a
business , recruitment of employees);
identifying occupational aptitudes and one’s resources;
knowledge about occupations and educational paths;
getting help in choosing the future direction of education;
customer-concentrated attitude;
availability of offered services.
The main needs of the guidance services beneficiaries were identified as
follows:
finding a job;
getting help in choosing the direction of education or additional training;
showing the possibilities of retraining;
presenting the institutions supporting the labour market;
International Methods` Database for Vocational Orientation in Group Settings
Country Report on Guidance in Group Settings in POLAND
20
positive reinforcement / building a sense of self-value / emotional
support;
preparing for effective activity in the labour market;
identifying occupational aptitudes and one’s resources;
the need for professional advice or consultation;
the need for human contact;
the need for support in decision making and solving problems;
obtaining information on the profession, salaries, schools, courses,
today's job market, job offers, starting a business, etc.
International Methods` Database for Vocational Orientation in Group Settings
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21
8. Bibliography
See attached note for Bibliography layout/format
1. [author unmentioned] (2006). Sprawozdanie VI. Sprawozdania Polski z
wykonywania Europejskiej Karty Społecznej. Retrieved November 11,
2011, from http://www.mpips.gov.pl/spoleczne-prawa-czlowieka/rada-
europy-europejska-karta-spoleczna/sprawozdania-polski-z-wykonywania-
europejskiej-karty-spolecznej/sprawozdania-i-linki-do-
konkluzji/sprawozdanie-vi-2006/
2. [author unmentioned] (2007). Doradztwo i poradnictwo zawodowe w
Polsce. Retrieved November 10, 2011, from
http://www.wup.opole.pl/ciz/index6.html
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poradnictwa zawodowego. Retrieved November 15, 2011, from
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aqor/oczekiwania-i-potrzeby-klientow/view
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Urzędzie Pracy w Ciechanowie. Retrieved November 13, 2011, from
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5. Pielok, C. (2007). Przeglad metod grupowego poradnictwa zawodowego.
Retrieved November 11, 2011, from http://www.doradca-
zawodowy.pl/index.php?option=com_content&task=view&id=54&Itemid=
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6. [author unmentioned] (2010). System poradnictwa zawodowego w Polsce.
Zeszyt Informacyjno-Metodyczny Doradcy Zawodowego nr 46. Retrieved
November 11, 2011, from
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Country Report on Guidance in Group Settings in POLAND
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http://www.praca.gov.pl/eurodoradztwo/index.php?option=com_content&
view=category&layout=blog&id=2&Itemid=3
7. Górczyński, M. (2010). Funkcjonowanie doradztwa zawodowego w Polsce
w aspekcie wybranych modeli europejskich. Retrieved November 13,
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http://kielce.caritas.pl/index.php?mid=103&id=13
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psychologiczno-pedagogicznych. Retrieved November 13, 2011, from
http://cm.ecorys.pl/downloads/pdf/Raport_poradnie_2.pdf
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